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More Time Is Better : An Evaluation of the Full Time School Program in Uruguay / Cerdan-Infantes, Pedro
World Bank Open Knowledge Repository (formerly "World Bank E-Library Publications") Available online
World Bank Open Knowledge Repository (formerly "World Bank E-Library Publications")- Format:
- Book
- Government document
- Author/Creator:
- Cerdan-Infantes, Pedro
- Series:
- Policy research working papers.
- World Bank e-Library.
- Language:
- English
- Subjects (All):
- Academic Year.
- Disability.
- Education.
- Education for All.
- Effective Schools and Teachers.
- Gender.
- Gender and Education.
- Human Development.
- Learning Outcomes.
- Literature.
- Ministry of Education.
- Papers.
- Pedagogical Model.
- Primary Education.
- Research.
- School.
- Schools.
- Science.
- Secondary Education.
- Social Protections and Labor.
- Student.
- Student Achievement.
- Student Learning.
- Students.
- Teacher.
- Teacher Training.
- Teachers.
- Teaching.
- Tertiary Education.
- Local Subjects:
- Academic Year.
- Disability.
- Education.
- Education for All.
- Effective Schools and Teachers.
- Gender.
- Gender and Education.
- Human Development.
- Learning Outcomes.
- Literature.
- Ministry of Education.
- Papers.
- Pedagogical Model.
- Primary Education.
- Research.
- School.
- Schools.
- Science.
- Secondary Education.
- Social Protections and Labor.
- Student.
- Student Achievement.
- Student Learning.
- Students.
- Teacher.
- Teacher Training.
- Teachers.
- Teaching.
- Tertiary Education.
- Physical Description:
- 1 online resource (25 pages)
- Place of Publication:
- Washington, D.C., The World Bank, 2007
- System Details:
- data file
- Summary:
- This paper estimates the impact of the full-time school program in Uruguay on standardized test scores of 6th grade students. The program lengthened the school day from a half day to a full day, and provided additional inputs to schools to make this possible, such as additional teachers and construction of classrooms. The program was not randomly placed, but targeted poor urban schools. Using propensity score matching, the authors construct a comparable group of schools, and show that students in very disadvantaged schools improved in their test scores by 0.07 of a standard deviation per year of participation in the full-time program in mathematics, and 0.04 in language. While the program is expensive, it may, if well targeted, help address inequalities in education in Uruguay, at an increase in cost per student not larger than the current deficit in spending between Uruguay and the rest of the region.
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